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According to text clues, the compatible answer is:
Language teaching in a multilingual world
To discuss the complexity of language teaching, we adopt an ecological perspective. This helps us to appreciate the significant challenges for language teachers and language teacher educators at different contextual levels (macro, meso, and micro) (Chong, Issacs & McKinley, 2022). This perspective enables us to assess a variety of challenges relating to macrocontextual conditions, such as cultural traditions, political ideologies, demographic changes, shifting cultural values, and uncertain socioeconomic conditions. The impact of macro-contextual conditions is usually sifted through the mediation of institutional policies and practices at the meso or micro levels before causing changes in language teachers' practice and/or incurring resistance. The ecological perspective also highlights the roles individual teachers play in developing professional practice in response to the mediation of contextual conditions at different levels (e.g., Tao & Gao, 2017, 2018, 2021). It is also important to note that language teachers’ professional practice evolves over time under changing contextual conditions.
Shifting geo-political conditions and the values the public attaches to language learning have been found to profoundly impact language teaching, as they lead to the emergence of new languages, new curricula and the promotion of new pedagogical approaches in educational systems (Gao & Zheng, 2019). For instance, following the government's Belt and Road initiative, universities on the Chinese mainland have launched programs in various languages other than English (LOTE) to provide university graduates with the competences needed to engage with the expanding trade opportunities and frequent sociopolitical exchanges between the People's Republic of China and the countries that speak these LOTEs (e.g., Arabic, Persian).The implementation of these top-down educational initiatives requires language teachers to develop new knowledge and skills, which may enable them to develop new pedagogical practices while engendering a process of ‘deskilling,’ as teachers are told that their well-honed teaching practices are no longer valued. Consequently, the initiatives present new challenges for language teachers, who may not be well-prepared for the task of helping national governments achieve their aspirations.
An increasingly deep engagement with multilingualism in second language acquisition research has had a profound impact on language teacher education, as scholars have been critically examining, identifying, and redressing the deeply entrenched influences of monolingualism, especially English monolingualism, in language education (Li Wei, 2018). The vision of sustaining a multilingual, multicultural world means that LOTEs should be promoted in any educational system as “linguistic diversity is both critical in sustaining cultural diversity and instrumental in supporting vibrant exchanges of knowledge and understanding.
(Available in: https://www.sciencedirect.com/science/article/pii/S0346251X23001495. Adapted.)
“Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money.”
Relate the Column 1 to Column 2, associating the reading strategy with its definition.
Column 1
1. Skimming.
2. Scanning.
3. Predicting.
4. Context clues.
5. Summarizing.
Column 2
( ) Going through the text without reading every word, searching for specific information like dates, numbers, or names.
( ) Using surrounding words or sentences to figure out the meaning of unfamiliar words.
( ) Guessing the content of a text before reading it, based on the title, headings, or visuals. This helps activate prior knowledge and set expectations.
( ) Using the reader own words to state the main points of the text.
( ) Quickly reading the text to get a general overview or the “gist” of the content. Useful to find specific information such as keywords, phrases, or overall themes.
The correct order of filling in the parentheses, from top to bottom, is:
Magi Richani is the founder of San Francisco-based Nobell Foods, a startup company developing a new kind of cheese made from soybeans. She says plant-based cheese not only accommodates people who can’t consume dairy, but it also could be key to more sustainable food production worldwide. “The reality is that when you raise an animal for food, it’s not just the animals, you are actually growing crops, you are clearing land, and you’re raising the animal for years so it builds biomass,” Richani explained. “It’s an extremely inefficient supply chain.”
Nobell is particularly focused on creating plant-based casein, which is a protein produced when a cow gives birth and is present in the milk for its offspring. It is the ingredient that gives dairy cheese its unique stretchy texture. If Nobell is able to go to market and have the kind of impact it’s hoping to, then plant-based cheese could help us stretch toward a more sustainable future.
Internet: <newsweek.com> (adapted).
Based on the ideas presented in the previous text as well as its linguistic aspects, judge the following item.
Magi Richani affirms that the motivation to seek the production of plant-based cheese is twofold.
New Research Sheds Light to The Persian Plateau: A Crucial Hub for Homo Sapiens Post-Africa Migration
March 31, 2024
The Persian plateau, a region that spans modern-day Iran, has been identified as a critical hub for Homo sapiens following their migration out of Africa. This pivotal role was established through the integration of genetic evidence, paleoecological models, and archaeological findings. The research, led by a team of scientists from various institutions, indicates that Homo sapiens dispersed from Africa approximately 70−60 thousand years ago (kya), but it wasn't until around 45 kya that they began to colonize all of Eurasia extensively. The interim period, which saw these early humans settle in the Persian plateau, has been a subject of considerable scientific interest.
The Genetic Evidence
Genetic studies reveal that populations within the Persian Plateau possess ancestry components closely matching those of the earliest Homo sapiens who left Africa. This suggests that the plateau acted as a significant waypoint for our species during their early Eurasian colonization attempts. The genetic markers found in the region provide a direct link to these ancient travelers, shedding light on the movements and expansions of early human populations.
Paleoecological Insights
The research further explores the environmental conditions that made the Persian plateau a suitable habitation site for early Homo sapiens. Using paleoecological models, the team reconstructed the climatic conditions of the plateau between 70 and 30 kya. The models indicate that the region could support human life throughout this period, offering a stable environment for these communities. Moreover, the plateau's ecological diversity and resources could sustain larger populations compared to other West Asian regions, making it an ideal settlement area during this epoch.
Archaeological Corroboration
Archaeological evidence from the Persian Plate supports the genetic and paleoecological findings. Sites across the region have yielded artifacts and remains dating back to the relevant period, indicating a continuous human presence. These archaeological sites, alongside the genetic and environmental data, paint a comprehensive picture of the plateau as a bustling hub for early humans.
The combination of genetic, paleoecological, and archaeological evidence positions the Persian plateau as a critical juncture in the story of human migration and settlement. This research not only highlights the importance of the region in our prehistoric past but also opens new avenues for understanding the complexjourney of Homo sapiens as they spread across the globe. Further investigations into this area are likely to yield even more insights into the early chapters of human history.
https://www.thearchaeologist.org/blog/new-research-sheds-light-to-the persian-plateau-a-crucial-hub-for-homo-sapiens-post-africa-migration
What does a Theatrical Company Manager do?
What does a Theatrical Company Manager do?
Leia o texto, para responder à questão.
This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.
(Journal of Language and Linguistic Studies, 18(Special Issue 1),
556-568; 2022. Adaptado)
This academic text is
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READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
Read text Ili to answer question.
Text III
Causes and Effects of Climate Change
Glaciers are melting, sea levels are rising, cloud forests are dying, and wildlife is scrambling to keep pace. lt has become clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modem tives. Called greenhouse gases, their leveis are higher now than at any time in the last 800,000 years.
We often call the result global warming, but it is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. While many people think of global warming and climate change as synonyms, scientists use "climate change" when describing the complex shífts now affecting our planet's weather and climate systems - in part because some areas actually get cooler in the short term.
Climate change encampasses not only rising average temperatures but also extreme weather events, shifting wildlife populations and habitats, rising seas, and a range of other impacts. Ali of those changes are emerging as humans continue to add heat-trapping greenhouse gases to the atmosphere, changing the rhythms of climate that ali living things have come to rely on.
What will we do - what can we do - to slow this humancaused warming? How will we cape with the changes we ___ into motion? While we struggle to figure it ali out, the fate of the Earth as we know it - coasts, forests, farms, and snow-capped mountains - hangs in the balance.
By Christina Nunez Adapted from
https://www.nationalgeographic.com/environment/article/global-warming-overview
Read the statements. Mark {T) for true and (F) false.
( ) Glaciers, sea leveis, forests and wild life are suffering from global warming.
( ) Global warming and climate change are synonyms.
( ) Greenhouse gases interferes in weather events.
( ) Humans still need to find out how to solve global warming problems.
Mark the correct option.
Read text IV to answer question.
TEXT IV
Generation Z News - Latest Characteristics, Research, and Facts
Generation Z (aka Gen Z, iGen, or centennials}, refers to the generation that was born between 1996-2010, following millennials. This generation has been raised on the internet and social media, with some the oldest finishing college by 2020 and entering the workforce. Generation Z is the youngest, most ethnically-diverse, and largest generation in American history, comprising 27% of the US population. Pew Research recently defined Gen Z as anyone born after 1997. Gen Z 1______ up with technology, the internet, and social media, which sometimes causes them to be stereotyped as techaddicted, anti-social, or "social justice warriors." The average Gen Z got their first smart phone just before their twelfth birthday. They communicate primarily through social media and texts, and spend as much time on their phones as older generations do watching television. The majority of Gen Zs prefer streaming services to traditional cable, as well as getting snackable content they can get on their phones and computers. Gen Z is the most ethnically diverse and largest generation in American history, and eclipses all other generations before it in embracing diversity and inclusion.
Adapted from https:/twww.businessinsider.com/generation-z
"The majority of Gen Zs prefer streaming services to traditional cable, as well as getting snackable content they can get on their phones and computers."
According to the context, you can change · the word "snackable" without modifying its meaning for
Read text V to answer question .
TEXT V
There are no excuses for racism.
Racism take$ many forms and can happen 1 __ many places. lt includes prejudice, discrimination ar hatred directed at someone because of their colour, ethnicity or national origin.
People often associate racism with acts of abuse or harassment. However, it doesn't need to involve violent or intimidating behaviour. Take racial name-calling and jokes. Or consider situations when people may be excluded from groups or activities because of where they come 2 _______.
Racism can be revealed through people's actions as well as their altitudes. !t can also be reflected in systems and institutions. But sometímes it may not be revealed at ali. Not ali racism is obvious. For examp!e, someone may look 3 _______ a list of job applicants and decide not to interview people with certain surnames.
Racism is more than just words, beliefs and actions. lt includes ali the barriers that prevent people from enjoying dignity and equality because of their race.
“I know the night is not the same as the day: that all things are different, that the things of the night cannot be explained in the day, because they do not then exist, and the night can be a dreadful time for lonely people once their loneliness has started.”
Which of the following statements best captures the essence of the author's reflection on the contrast between night and day?
Read the text below to answer question
“To read these books, in this way, as an exercise in self-knowledge, carries certain risks. Risks that are both personal and political. Risks that every student of Political Philosophy has known. These risks spring from the fact that philosophy teaches us, and unsettles us, by confronting us with what we already know. There is an irony: the difficulty of this course consists in the fact that it teaches what you already know. It works by taking what we know from familiar unquestioned settings, and making it strange. [...] Philosophy estranges us from the familiar, not by supplying new information, but by inviting and provoking a new way of seeing.
But, and here is the risk, once the familiar turns strange, it is never quite the same again. Self-knowledge is like lost innocence; however unsettling you find it, it can never be 'unthought' or 'unknown'. What makes this enterprise difficult, but also riveting, is that Moral and Political Philosophy is a story, and you don't know where the story would lead, but you do know that the story is about You.”
Text taken from: “Justice: What's the Right Thing to Do?” Introduction Class ― Michael Sandel